A Phenomenological Study of High School Biology Teachers’ Perceptions of the North Carolina Professional Teaching Standards in an Era of High-Stakes Testing

摘要: This qualitative study investigated four career status, initially licensed, and lateral entry high school Biology teachers’ perceptions of the North Carolina Professional Teaching Standards’ (NCPTS) usefulness in preparing them to be exemplary science teachers. These teachers are among first group use NCPTS for professional growth evaluated with Teachers Evaluation Process (TEP). Several historical documents including National Science Education Standards, Board How People Learn, along NSTA’s Search Excellence identify characteristics teaching. best practices reflected NCPTS. Individual cross case analysis found themes high-stakes testing, time, technology, Teacher that have an impact on these The results indicated there is inconsistent distribution technological resources, lack funding lab equipment supplies, time inquiry, find resources. feel additional stress unprepared unmotivated learners, a rigorous curriculum, more accountability student performance. Implications this research include: Administrators need spend licensed help understand how improve their practice. There development teaching learning.